Narrow and broad senses on salinity scale

The narrow sense and applicable limit of Practical Salinity Scale 1978 (PSS78) and volumetric titration using silver nitrate to measure the salinity of non conservative oceanwater are discussed.The salinity obtained by electrical conductivity method and chlorinity salinity method obviously deviates from the absolute salinity( S A). The Density Salinity Scale(DSS98)proposed by the writers can be extensively used in conservative and non conservative water samples. The merits of the density salinity scale are as follows. (1)The Density Salinity Scale is only related to seawater mass and its buoyant effect, and is not influenced by the variation in seawater composition, and therefore,has high reliability,and repeatability for salinity determination. (2)The salinity values measured by the DSS98 have a conservative property.For oceanwater samples the salinity values are the same as those determined by the PSS78; for non conservative water samples(e g. samples from industrial sources),the salinity values are close to the absolute salinity values in comparison with those measured by the PSS78 and the Knudsen method. (3)For a solution with given solute mass,the solution concentration can be converted into the corresponding salinity by the Density Salinity Scale using the expansion coefficient of the solution and the calibration coefficient of the partial molar volume of the solute.

Remote Sensing Education for Life Long Learning across the East Midlands Region

Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project for innovation, training and education in GMES （global monitoring for environment and security） and GIS （geographical information systems） based technologies. G-STEP （part funded by the ERDF） is the first GMES accelerator initiative in the UK and is breaking new ground in the application of GMES and GIS. The core G-STEP team initiates and develops Knowledge Exchange Practices between the University and Life Long Learning partners in the East Midlands Region, through training packages and collaborative research projects. The programme integrates innovative research, to direct downstream applied training, supported by analytical processing of attendee assessment data. Collated information derived from these sources presents a unique opportunity to incorporate a statistically viable feedback cycle, making G-STEP the interface between pure and applied research, thus initiating downstream dissemination to groups and small business. In this paper, we outline the GMES and GIS training packages, and the route to market to increase uptake of underused data streams via university and regional entrepreneurs （start-ups） and established small business with a core interest in utilisation and dissemination of novel technologies in sustainable lifelong learning.

Effects of supervised movie appreciation on the improvement of college students’ life meaning sense

The purpose of this study was to explore the effects of supervised movie appreciation on improving the life meaning sense among college students. The intervention combined by “pre-video, post counseling” was conducted on the experimental group, while the control group received no intervention. Results have shown that the scores on the subscales of will to meaning, life purpose, life control, suffer acceptance and on the total scale have improved significantly. No gender difference was found on the intervention effect, and participants receiving intervention maintained higher level on related subscales a week later, indicating that supervised movie appreciation is an effective way to improve the life meaning sense among college students.

Vision sensing of P-GMAW weld pool using narrow band filters with different center wavelengths

The selection of narrow band filter＇s center wavelength has an important influence on the quality of the weld pool image captured in passive vision mettmd for controlling arc welding process. In this paper, 29 narrow band filters with different center wavelengths ranging from ultraviolet to near infrared wavelength were used to capture images of weld pool during both the peak current period and the base current period of P-GMA W （ pulsed gas metal arc welding）. The experimental results showed that the filters with near infrared center wavelength could weaken the arc most during the peak current period, while during the base current period the entire weld pool could be seen with the filters with wavelength above 600 nm. The camera spectral response and the radio of arc to weld pool emission were considered to analyze the phenomenon of experimental results.

Photogrammetry Education for Multidisciplinary Geomatics in China

After briefly reviews the history of photogrammetry education in China, the development of undergraduate and graduate program, and the corresponding curricula design are analyzed by use of the data from Wuhan University in which the photogrammetry is awarded as the state-level key discipline. The academic educational program of photogrammetry in universities has trained students to perform tasks in all fields of the photogrammetric profession. In recent years, the nature of photogrammetry is changing and multidisciplinary geomatics are developing very rapidly, the educational program of photogrammetry has also changed in new concepts and structures to adapt very new technologies and the extension of the field. Finally, the prospect of photogrammetry education for the requirements of multidiseiplinary geomatics is proposed. The growing interest in fast and accurate 3D spatial data collection （such as city modeling and digital earth） results in the increasing need of photogrammetry as principal tool, photogrammetric courses are therefore requested to be upto date and to become one kind of the fundamental professional courses for university geomatics and remote sensing degree programs.

Special Educational Needs: Do We Know How to Educate?

This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives in terms of legislation,fiscal budget and direct action of the executive.You can see that they allow identifying important changes in the use of the main concepts,emphasis,and discussions associated with the promotion of inclusive education.Furthermore,there is a growing interest in the topic of diversity,both nationally and internationally,which is expressed in increasingly specific public policy initiatives to promote inclusive education.However,gaps and gaps persist between political discourse and policy initiatives,as well as between the approach of public policies in Chile and the state of the art of international discussion on the matter.

高校铸牢中华民族共同体意识的教育路径探索

铸牢中华民族共同体意识,开展民族团结进步教育是我们党迈入新征程的重要议题,需要各高校师生自觉承担起责任与使命。然而研究发现,铸牢中华民族共同体意识教育在实施过程中面临着东西部发展不平衡不充分、民族团结相关教育体系需持续优化、师生责任意识有待增强等问题。本文围绕完善高校铸牢中华民族共同体意识教育的基层组织协同发展架构、创新教育教学设计和积极培养师生铸牢中华民族共同体意识心态等三个方面阐明了全国高校应做到协同配合,积极探索高校铸牢中华民族共同体意识的教育现实路径。

铸牢中华民族共同体意识融入民族地区语言教育对策研究

民族地区语言教育发展是推动各族群众交往交流交融,促进民族团结的重要举措。民族地区只有不断加强国家通用语言文字教育才能更好地适应当前阶段的客观需要,加强民族间的交往交流交融,实现书同文、语同音、心相通、情相融。文章基于民族地区通用语言教育对于铸牢中华民族共同体意识的重要意义,通过梳理既有文献及研究成果,了解当前民族语言教育发展现状,就部分民族地区语言教育存在的突出问题,提出了加强语言教育师资队伍、加大语言教育投入力度、推广普及国家通用语言文字、增强课程思政在语言教育课堂的融合程度四条策略,并认为在民族地区推广普及国家通用语言文字,要开拓创新,多措并举,多管齐下,切实解决当前存在的问题,加快推进民族地区语言教育进程,以语言相通促进各族群众的沟通交流和国家认同,进而铸牢中华民族共同体意识。

梯次推进:论学校铸牢中华民族共同体意识教育的一体化建设

教育作为继往开来、培基铸魂的基础工程,为中华民族共同体建设发挥着夯实基础、筑牢根基的重要作用。学校构建以铸牢中华民族共同体意识为主线的一体化教育体系格局,既要理论与实践相结合,更要遵循青少年心理发展和成长规律,形成不同学段纵向螺旋上升、不同学科横向融合贯通和不同部门协同发力的“一体化”教育网络。以“铸牢中华民族共同体意识”为导向的一体化育人体系,使教学、育人、管理体系有序衔接。要遵循学生心理发展并注重学生认知能力的梯次性,使教育内容循序渐进推进;以不同区域“试点引领、示范带动、以点带面”的形式,解决教育发展的不均衡问题;深入推进各学科融通、各学段贯穿的课程体系,实现教材和课程的一体化设计;通过梯次发挥全员、全过程、全方位育人的作用,深化“大思政”育人格局和“三全育人”综合改革工作。基于“四个维度”的梯次推进,助推学校铸牢中华民族共同体意识教育的内涵式发展。学校铸牢中华民族共同体意识就要一步一级逐渐提升,按照梯次推进的理念不断积累以达千里之远。

人工智能赋能民族团结进步教育改革研究

民族团结进步教育是铸牢中华民族共同体意识的重要方式,也是全面推进民族团结进步事业的基础性工程。智能时代人工智能技术的广泛应用,为民族团结进步教育改革注入了新的动能。在人工智能的赋能下,民族团结进步教育在理念革新、主体协同、方法拓展、评价改革等方面呈现出全新发展态势,为推动民族团结进步教育高质量发展提供新的驱动力。但相关制度和数据标准欠缺、技术至上、智能素养缺乏、数据主义弊端、伦理抉择模糊等问题给人工智能赋能民族团结进步教育改革带来了一定隐忧,影响了民族团结进步教育实效。为实现人工智能赋能民族团结进步教育改革高质量发展,应坚持问题导向,着力在制度保障、价值引领、素养培育、数据治理、伦理嵌入等方面加以改革,进而不断延展和深化传统民族团结进步教育理论视野和实践视域,提升民族团结进步教育实效,进一步铸牢中华民族共同体意识。

以融合思政建设为导向的遥感原理与技术课程教学探索

党的二十大中习近平总书记提到,“当代中国青年生逢其时,施展才干的舞台无比广阔,实现梦想的前景无比光明”。而大学生作为新时代中国发展的接班人,对于其思政教育是非常重要的一环。该文旨在建设以融合思政建设为导向,面向空间科学与技术专业学生开设的遥感原理与技术课程教学的探索,分析思政教育的重要性和现如今对于本科思政教育的不足,提出具有思政教育意义的遥感原理与技术课程,此外介绍该想法的实现流程。该文为思政教育与专业课程的结合提供思路,且指明课程教学改革的一个方向。

铸牢中华民族共同体意识视阈下剪纸课文化育人的价值思考

剪纸艺术作为重要的非物质文化遗产,是我国民间传统手工艺术形式之一,是中华优秀传统文化的重要组成部分,也是铸牢中华民族共同体意识的重要资源。将剪纸艺术引入教育教学不仅可以保护和传承非物质文化遗产,而且可以加强民间文化艺术教育、提升青少年学生人文素养,更有助于传承和弘扬中华优秀传统文化、讲好中华民族共同体故事,铸牢中华民族共同体意识。把铸牢中华民族共同体意识融入剪纸课文化育人全过程,不仅可以充实学校课程内容,而且可以充分展现剪纸艺术的魅力,拓展青少年学生感受中华优秀传统文化的途径,让其了解和体验中华文化的魅力,提高他们的审美能力和文化素养,促进各民族在理想、信念、情感、文化上的团结统一,让青少年学生在剪纸艺术的学习创作过程中铸牢中华民族共同体意识。

学情视角下大学生课程思政学习获得感探究

大学生课程思政学习获得感是衡量高校课程思政建设成效的关键指标。学习动机、学习氛围、学习资源是具有代表性的学情因素,引入学习投入和学业自我效能感作为中介和调节变量,有利于系统探究学情因素对课程思政学习获得感的影响机理。基于对497名江苏高校经管类专业本科生的问卷调查结果可以发现:学习动机、学习资源、学习氛围显著正向影响课程思政学习获得感;学习投入在学习动机、学习资源、学习氛围与课程思政学习获得感间起部分中介作用;学业自我效能感既正向调节学习动机、学习资源、学习氛围与学习投入间的关系,又正向调节学习投入在学习动机、学习资源、学习氛围与课程思政学习获得感间的中介作用。

黄河下游高效输沙指标及输沙水量研究

研究提出黄河下游高效输沙的定义和内涵,依据小浪底水库运用方式和黄河不同时段河道水量的功能定位,将汛期的洪水水量定义为狭义输沙水量,汛期的平水期和非汛期水量的主要功能为满足生态、灌溉、发电等需求,不作为输沙水量。建立了单位输沙水量与排沙比及流量含沙量之间的定量关系,提出了高效输沙流量和含沙量指标的定量计算方法,在现状下游河道过流能力条件下,计算了满足高效输沙要求的流量与含沙量搭配指标。提出了维持下游河道全年一定冲淤水平的利津断面狭义输沙水量计算方法,当进入下游年沙量为3亿t时,维持下游河道全年冲淤平衡的利津断面洪水输沙水量为56.2亿~69.6亿m^(3)。

循证教育视域下新疆学校铸牢中华民族共同体意识教育研究:体系框架与推进路径

研究以循证教育为理论框架,旨在探讨新疆学校如何铸牢中华民族共同体意识。首先,对新疆学校铸牢中华民族共同体意识进行研究,探讨该地区学校在培养学生中华民族共同体意识方面的实践和问题。同时,关注基于循证的思想政治教育研究,以提供理论支持和指导。通过综合运用课程设计、师资培养、数据收集、学校文化建设、家校合作和持续改进等策略,推动中华民族共同体意识教育实践。为新疆学校铸牢中华民族共同体意识的教育提供了循证教育的视角和可行性路径,为相关思想政治教育和实践的发展提供了重要的参考依据。

药物常识课程教学改革探索与实践

通识教育作为中国高校本科学生素质教育与人才培养的重要内容备受推崇,且高校通识教育课程教学效果的影响因素众多。该文分析通识教育课程——药物常识教学中存在的一些问题,并有针对性地进行教学改革,包括转变授课方式、增加师生互动、改进考核方式、编写课程教材等。教学改革取得一些成果,但课程教学应持续改进。

中国教育人类学的现代性回响——基于国际人类学与民族学联合会第十六届大会以来的文献回顾

党的二十大报告对“实施科教兴国战略,强化现代化建设人才支撑”作出专章部署,凸显教育与现代化建设的密切联系。自2009年举办第十六届世界人类学民族学联合会年会以来,十余年时间里,中国教育人类学学者深入教育系统和各类教育实践的广阔田野,在现代性议题下形成鲜明回响。总体特征可以归纳为以下四点:第一,推进民族教育研究范式现代化转型。第二,为推进中国式现代化、铸牢中华民族共同体意识提供民族教育理论阐释。第三,在聚焦乡土社区与流动社会中的教育、反思组织制度与自我表达之间的互动、刻画精神面向的变化三个方面,积极回应教育变迁中的现代性议题。第四,推动教育人类学学科建设稳步发展。

三线建设推动西南民族地区教育发展的路径与价值——基于口述史的考察

始于20世纪60年代中期的三线建设虽然是以备战为主要目的,但客观上促进了西南民族地区经济社会的全面发展。以云、贵、川为主体的西南民族地区是三线建设的重点区域,三线建设在西南民族地区的开展带动了教育的跨越式发展。大批三线建设重点项目和高素质人员的迁入,带动了民族群众教育观念的改变;“工农一体”发展改善了西南民族地区的教育条件,促进了教育质量的同步提升;尤其是学校教育将抽象的“中华民族共同体意识”具化到各民族学生的日常学习、生活、交往中,体现了教育培育多元一体的中华民族共同体意识的价值取向。

“光电信息获取与处理”综合实验科教融合体系探索——以遥感科学与技术专业为例

光电信息技术是一门综合交叉学科,知识体系涉及诸多学科基础理论和工程技术,培养的人才不仅应掌握综合知识内容,还应具备解决专业领域应用问题的能力。以遥感科学技术专业为例,针对光学物理量与非光学物理量的信息探测及处理这两个光电信息探测主题,以科教融合为导向,以专业课程体系为框架,探索将遥感专业前沿研究融入“光电信息获取与处理”综合实验的教学方案和实验内容体系,从而巩固学生专业知识,训练学生综合实践能力,拓宽学生学术视野,提升学生创新素质。

非遗传承:铸牢中华民族共同体意识教育“形感效”路径

在新时代的背景下,铸牢中华民族共同体意识教育正逐渐走向系统化、常态化。非物质文化遗产是共享的中华文化符号和中华民族形象,在人们日常化的交流互鉴中孕育了“和而不同”“美美与共”的文化特质。非物质文化遗产传承带来的“有形”活动,使各族人民在“有感”的体验中不断增强“四个认同”,内化“四个与共”,由“形”入“感”,有“效”跃迁,有力推进铸牢中华民族共同体意识教育。